Seven Models of Discipline

(Retrieved January 2010 from: http://www.humboldt.edu/~tha1/discip-options.html)

DEVELOPING A DISCIPLINE PLAN FOR YOU

Thomas H. Allen, Ph.D.
(c) 1996. All rights reserved. Fair use by teachers and students is authorized. Commercial use is prohibited except by
prior written permission by the author

If you are to teach successfully, you must have the circumstances that make it possible for you to
teach and for your pupils to learn. Those circumstances do not happen by accident. You need to
develop a plan to ensure that reasonable circumstances for teaching and learning do occur.
Each teacher, class, subject, and situation is different. No plan will fit every situation.
The purpose of this text (and the Classroom Management Workshop it was designed to
supplement) is to help you develop a discipline plan for your class; to know how to diagnose
problems; and to know how to change the plan to fit changed situations.
Prior to 1970 there were no systematic classroom control models. Schools of education gave
random good advice...much of which was useful. In the early 1960's, our societies' conventions
and the schools started to come unglued. Teachers had previously been able to maintain order by
asserting their authority. Pupils generally were reasonably well behaved and rarely required
much disciplinary attention from the teacher. The old methods began to fail.
Teachers typically do the best that they know how to do. Some have discipline problems. Many
of the teachers currently in the schools have not received systematic help to this day. Unless their
school has brought in a workshop presenter, it is unlikely that they have had systematic
instruction in developing a discipline plan for their classes.
In the decade from 1969 to 1979, a number of models were developed to deal with the fact that
teachers all over the country were complaining that they could no longer teach effectively
because of classroom disruption and student inattention.
A number of researchers observed the teaching of many instructors. They noted what worked
and what didn't work. They developed systematic ways to deal with the problems of class
control. Several of these systematic models are given in brief form here.
The descriptions of the following models have been digested by Tom Allen and modified to fit
his own experience, other sources and workshops with such presenters as Lee Canter and Fred
Jones. The models are summarized from Building Classroom Discipline: From Models to
Practice, by C.M. Charles, Longman: New York, 1985. Charles has summarized seven
systematic models of classroom management. Each of these has elements that you may find
appropriate now or in the future. The models are based on extensive observation of pupil and
teacher behavior and on research into various psychological aspects of human nature and
behavior. They incorporate what is deemed to work in the hands of successful teachers.
The plan of this class is to work through the available options and develop a plan that will make
it possible for you to teach and the pupils to learn...and for you to feel comfortable with what you
do to make it possible.
Annual polls of beliefs about the schools consistently rate the lack of discipline at the top of the
list of problems. Teachers and the general public agree on this. Even pupils agree that the lack of
classroom discipline is the main problem. One poll found that 9 out of 10 teachers complained
that student misbehavior interfered with their teaching.
Although fear of physical attack is common, serious injury of teachers is very rare. Verbal
encounters with hostile students are more common. Violence among pupils and vandalism are
common. But what is disrupting classes is relatively innocuous. Fred Jones researched the
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problem and found that about 99% of the typically encountered discipline problems are made up
of such behaviors as pupils talking without permission, daydreaming, wandering around the
room, or otherwise not doing what they have been asked to do.
If Jones is correct- that nearly all of what bugs teachers is no more significant than goofing
off, why all the concern? This low level misbehavior interferes with teaching and learning. It
is a heavy contributor to stress and "burn-out." The need to deal constantly with noisy,
disorderly, and discourteous behavior...and the occasionally serious confrontation with defiant
behavior...wears teachers down. It is to deal with these routine distractions and to reduce the
likelihood for confrontations that systematic classroom control models have been developed.
Although significant elements of various models have been presented here, the rationales and
examples have been generally omitted due to space limitations. The selections were made to give
an idea of the range of options open to the teacher...if you want to know more about one or more
of the models consult Building Classroom Discipline: From Models to Practice, by C.M.
Charles, Longman: New York, several editions, or look up works by the authors of the individual
models. When funding permits, the TPSS Program offers TPSS 701 Assertive Discipline and
TPSS 701 Classroom management Techniques. These workshops, taught by local public school
educators who have been trained by Lee Canter or Fred Jones, are highly recommended.
Underlying all discipline problems and efforts to cope with misbehavior are four basic realities
of human nature: We tend to resist doing what others try to make us do; we like to denigrate and
"question authority"; every person is different in interests, abilities and learning styles as well
as different needs, wants and values; and, as children grow older, they need to be weaned
psychologically in order to develop their potential. The ultimate goal should be to develop self-
discipline in pupils and to move away from external, authority-imposed control; in the
meanwhile, a systematic control system makes it possible for teachers to teach and pupils to
learn. This teacher-imposed plan should provide for a transition to self-control and should wither
away as it is no longer needed.

KEY IDEAS OF SEVEN MODELS OF DISCIPLINE

The Kounin Model:
Withitness, Alerting, and Group Management.
• The ripple effect: when you correct one pupil's behavior, it tends to change the behavior
of others.
• The teacher needs to be with it to know what is going on everywhere in the room at all
times.
• Smooth transitions between activities and maintaining momentum are key to effective
group management.
• Optimal learning takes place when teachers keep pupils alert and held accountable for
learning.
• Boredom [satiation] can be avoided by providing variety to lessons, the classroom
environment and by pupil awareness of progress.

The Neo-Skinnerian Model:

Shaping Desired Behavior. B.F. Skinner is the father of the behavioral school of psychology. A
recently popular outgrowth of Skinnerian behaviorism is Behavior Modification. For a useful
presentation, see the section on the Behavioral Systems Family in Joyce and Weil, Models of
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Teaching, particularly the introduction to the section and chapters on "Learning Self-Control"
and "Assertive Training."
• Behavior is conditioned by its consequences. Behavior is strengthened if followed
immediately by reinforcement. Behavior is weakened if it is not reinforced.
["Extinction."] Behavior is also weakened if it is followed by punishment.
• In the beginning stages of learning, reinforcement provided every time the behavior
occurs produces the best results.
• Behavior can be maintained by irregular reinforcement. Reinforcers include verbal
approval, smiles, "thumbs up," high grades, free reading time, goodies, prizes and
awards.

The Ginott Model:

Addressing the Situation with Sane Messages.
• Discipline is little-by-little, step-by-step. The teacher's self-discipline is key. Model the
behavior you want in students.
• Use sane messages when correcting misbehavior. Address what the student is doing,
don't attack the student's character [personal traits]. Labeling disables.
• Use communication that is congruent with student's own feelings about the situation and
themselves.
• Invite cooperation rather than demanding it.
• Teachers should express their feelings--anger--but in sane ways. "What you are doing
makes me very angry. I need you to ...."
• Sarcasm is hazardous.
• Praise can be dangerous; praise the act, not the student and in a situation that will not turn
peers against the pupil.
• Apologies are meaningless unless it is clear that the person intends to improve.
• Teachers are at their best when they help pupils develop their self-esteem and to trust
their own experience.

The Glasser Model:

Good Behavior Comes from Good Choices. Glasser's recent work focuses on the class
meeting as a means of developing class-wide discipline. See the chapter on The Classroom
Meeting in Joyce and Weil, Models of Teaching. [For those who have their classes under control
and would like to try to go beyond teacher-imposed discipline, William Glasser's approach is
worth serious consideration.
• Students are rational beings capable of controlling their own behavior.
• Help pupils learn to make good choices, since good choices produce good behavior.
• Do not accept excuses for bad behavior. Ask, "What choices did you have? Why did you
make that choice? Did you like the result? What have you learned?"
• Reasonable consequences should always follow good or bad student behavior.
o [Usually developed in classroom meetings,] class rules are essential to a good
learning climate, they must be enforced.
o Classroom meetings are a good way to develop and maintain class behavior. [The
group diagnoses the problem and seeks solutions.]

The Dreikurs Model:

Confronting Mistaken Goals.
• Discipline is not punishment. It means self-control.

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 • The teacher's role is helping pupils to impose limits on themselves.
• Teachers can model democratic behavior by providing guidance and leadership and
involving pupils in setting rules and consequences.
• All students want to belong. Their behavior is directed to belonging.
• Misbehavior is the result of their mistaken belief that it will gain them peer recognition.
[It is usually a mistake to assume that misbehavior is an attack directed at the teacher.]
• Misbehavior is directed at mistaken goals: attention-getting, power-seeking, revenge, and
displaying inadequacy. The trick is to identify the goal and act in ways that do not
reinforce mistaken goals.
• Teachers should encourage students' efforts, but avoid praising their work [?] or
character. [Others disagree.]
• Support the idea that negative consequences follow inappropriate behavior by your
actions.

The Canter Model: Assertively Taking Charge and The Fred Jones Model: Body
Language, Incentive Systems, and Providing Efficient Help.
The next two sections spell out the Canter and Jones models in some detail. These are the two
systems most in use in public schools. I have moved them to a different file in order to shorten
this page.

Lists of Rules, Limit-Setting Acts, Consequences, etc.

In preparing a discipline plan, consider what your objectives are and what needs to happen for
those objectives to come about. Avoid jumping directly to a solution. If you say, "I have this tool
[for example, detention], that ought to work." You have locked into a single option. To a person
with a new hammer, everything looks like a nail.
It is more productive to ask yourself, "I need to get John to stop talking and get to work. What
options do I have?"
My workshop participants have brainstormed a number of options for each of the elements of a
discipline plan: rules, positive and negative reinforcers, limit-setting acts, etc. I list many of them
here--with my comments for some in brackets. I don't necessarily recommend all of them and
you should only use those appropriate to your situation and that you will feel comfortable using
in practice.

The Canter Model: Assertively Taking Charge and The Fred Jones Model: Body
Language, Incentive Systems, and Providing Efficient Help.
These two sections spell out the Canter and Jones models in some detail. These are the two
systems most in use in public schools.

THE CANTER MODEL

Marlene and Lee Canter have developed a discipline model based on thousands of hours
observing teachers in the classroom. What they have included in their model is based on what the
successful teachers do. Assertive Discipline is a direct and positive approach to make it possible
for the teacher to teach and the students to learn. It is based on several principles:
1. Teachers should insist on responsible behavior.

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 2. When teachers fail, it is typically due to poor class control. They can't teach and the kids
are denied the opportunity to learn.
3. Many teachers believe that firm control is stifling and inhumane. False. Firm control
maintained humanely is liberating.
4. Teachers have basic rights as educators:
o The right to maintain an optimal setting for learning.
o The right to expect appropriate behavior.
o The right to expect help from administration and parents when appropriate.
5. Students have basic rights as learners:
o The right to have teachers who help them develop by helping them limit self-
destructive and inappropriate behavior.
o The right to have appropriate support from their teachers for their appropriate
behavior.
o The right to choose how to behave with advance knowledge of the consequences
that will logically and certainly follow.
6. These needs/rights and conditions are met by a discipline plan by which the teacher
clearly states the expectations, consistently applies the consequences, and never violates
the best interests of the pupils. Assertive discipline consists of:
o Stating and teaching expectations early.
o Persistence in stating expectations and wishes such as, "I need you to ..." and "I
like that." ["I messages don't interfere with the pupil's positive self-esteem."You
are no good, why won't you behave," does interfere.]
o Use of a clear, calm, firm voice and eye contact.
o Use of non-verbal gestures that support the verbal statements.
o Influencing student behavior without threats or shouting.
o Practicing the broken record technique [calmly repeating the message every time
pupil tries to argue] rather than escalating into an argument.
7. The assertive teacher is more effective than the nonassertive or the hostile teacher. It
is hostility and wishy-washiness of the teacher that causes confusion and psychological
trauma in students, not calm, firm, consistent assertiveness. The assertive teacher is able
to maintain a positive, caring, and productive climate in the classroom. A climate of care
and support produces the climate for learning.
According to the Canters, the climate of positive support and care is best provided by the careful
application of assertive discipline. It replaces teacher inertia and hostile behavior with firm,
positive insistence.

FIVE STEPS TO ASSERTIVE DISCIPLINE

1. Recognize and remove roadblocks to assertive discipline. Most of the roadblocks have
to do with negative expectations about students: they have poor health, home,
personality, genes, and/or environment and, therefore, they are expected to misbehave.
Problems or no problems, no child should be permitted to behave in a manner that is self-
destructive or violates the rights of peers or of the teacher. Recognize that the teacher can
influence in a positive way the behavior of all students in the class no matter what the
problems. To do this, remember that:
o All students need limits, and teachers have the right to set them. Teachers are
admired who have high expectations, set high standards, and stick to them.
o Teachers have the right to ask for and receive back-up help from parents,
principals, and other school personnel.
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 o We can't always treat all students exactly alike. Some students may have to be
given special incentive programs or behavior modification programs before they
can live up to the standards expected.
2. Practice the use of assertive response styles. The Canters differentiate among three
response styles: nonassertive, hostile, and assertive.
o Nonassertive teachers typically feel it is wrong to place demands on students, fail
to establish clear standards of behavior, and if they do, they fail to back up their
words with appropriate actions. They are passive.
o Hostile teachers typically use an aversive approach characterized by shouting,
threats and sarcasm. Both hostile and nonassertive teachers are in violation of the
student rights cited above. Both styles should be eliminated.
o Assertive teachers make their expectations clearly known to students, parents, and
administrators. They calmly insist that students comply with those expectations.
They back up their words with reasonable actions. When students choose to
comply with teacher guidance, they receive positive benefits. When they choose
to behave in unacceptable ways, the teacher follows through with consequences
that reasonably accompany the misbehavior.
Example: Nonassertive: "Please try to stop fighting." Hostile: "You are acting
like disgusting savages again!" Assertive: "We do not fight. Sit down until you
cool off." [and then we will discuss the consequence (if appropriate).]
o The assertive teacher calmly, firmly, and clearly communicates the teacher's
disapproval of the behavior, followed by a statement of what the student is to do.
3. Learning to set limits. No matter what the activity, in order to be assertive, you need to be
aware of what behaviors you want and need from the students. Think in terms of what
you want students to do, e.g., take turns, not shouting out, starting to work on time,
listening to another who is speaking. Instruct the students about what behavior is desired
at the beginning of an activity. Specify what is desired. "Be nice" and "work hard" are not
specific. The expectations should be so clear that any student can instruct a
newcomer as to how they are to behave at any time.
o Be sure to praise good behavior more frequently than you apply negative
consequences to bad behavior.
o Teacher responses need to be appropriate--for most students, verbal
acknowledgement is enough, for some situations tangible rewards or special
privileges may be necessary to motivate the continuance of desired behavior.
Secondary students usually don't like to be singled out for praise--for them, the
teacher will need to find more appropriate ways such as knowing looks,
comments on papers, private conferences, etc.
o Teachers should not ignore inappropriate behavior. They should stop it with a
firm reminder of what is expected. They should decide in advance how they will
handle a given situation.
ƒ Eye contact is essential if the message is to have full impact--but don't
insist that the student continue to meet your eyes since that is contrary to
custom in some cultures.
ƒ Use of the student's name is effective--especially if the message is being
directed across the room.
ƒ The broken record ploy is effective [when the student makes excuses,
argues, etc., calmly restate the original direction as many times as
necessary--used only when students refuse to listen, persist in responding

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 inappropriately, or refuse to take responsibility for their own behavior.
Preface your repetitions with, "That's not the point...," or "I understand,
but ...." Use broken record a maximum of three times. After the third time,
follow through with an appropriate consequence if necessary].
4. Learning to follow through on limits. Limits are the positive demands you have made on
students. Take the appropriate action when students either refuse to meet the demands or
act in compliance with the demands. Either response requires follow-through. In the first
case, the natural, undesirable consequences would be invoked. In the second, the natural
desirable consequences should be invoked. Make promises, not threats. Establish the
criteria for consequences in advance. Select appropriate consequences in advance.
Practice verbal responses.
5. Implementing a system of positive assertions. Much of what has gone before is
negative. Rules and limits. This is only one side of the discipline picture. The other side
is the positive one. When systematic attention is given to pupils who behave
appropriately,
o Your influence with students increases.
o The amount of problem behavior decreases.
o The classroom environment becomes more positive.
What are some of the positive consequences that so motivate students?
1. Personal attention from the teacher--greetings, short talks, compliments,
acknowledgements, smiles, and friendly eye contact.
2. Positive notes/phone calls to parents.
3. Special awards--from comments on papers to certificates.
4. Special privileges--five extra minutes of a desired activity for the whole class, choosing a
friend with whom to work.
5. Material rewards--posters, school pencils, popcorn.
6. Home rewards--in collaboration with parents, privileges can be extended at home.
Completing homework can earn extra TV time. Reading a book can earn a favorite meal.
7. Group rewards--Preferred Activity Time.

SUMMARY
The Canter model emphasizes
• Stating rules/expectations clearly,
• Applying positive consequences when expectations are met and negative consequences
when they are not met, and
• Being assertive rather than passive or hostile.

THE FRED JONES MODEL

Frederick H. Jones is director of the Classroom Management Training Program which develops
and promotes procedures for improving teacher effectiveness. The emphasis is on learner
motivation and classroom behavior. His model is based on extensive observation of classroom
teachers and student behavior. Teachers find the model is easy to understand because it is a
refinement of the practices of effective teachers into a system.
1. About 50% of classroom time is lost due to student misbehavior and being off task.
80% of lost time is due to talking without permission.

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 19% is lost to daydreaming, out of seat, making noises, etc.
1% is lost to more serious misbehavior.
2. Most of lost time can be avoided by systematically employing effective body language,
incentive systems, and efficient individual help.
3. Effective body language [limit setting acts] causes students to stop misbehavior without
being costly in teacher time: eye contact, facial expression [calm, no nonsense look],
posture [first step in "moving in"], signals and gestures, and physical proximity. Effective
nonverbal acts typically stop misbehavior and avoid verbal confrontation.
[An appropriate gesture, e.g., pointing at the rule on the board, (or briefly calling the
miscreant by name) may stop the disturbing behavior, with little more than a pause in
instruction, while failing to act "until I have time to deal with him" may allow the
situation to deteriorate until significant time and emotional expenditure will be required.]
4. Incentive systems motivate students to start doing the right thing, maintain on-task
behavior, and behave properly. An incentive is something the teacher can provide that
students like so much that in order to get it they will work throughout the
period/week/month. Incentives such as stars, being dismissed first, having work
displayed, grades, etc. motivate only the achievers. Preferred activity time [PAT] can
provide incentives for the entire class. [Incentive systems are designed to build student
cooperation so efficiently that almost any student will do as requested with a minimum of
teacher effort.]
5. Positive instructional support. Students are motivated to complete work when teachers
are able to move quickly from pupil to pupil [praise, prompt, and leave] and provide help
efficiently [Visual Instruction Plans (VIPs)].
6. Back-up Systems. A series of responses the teacher can call upon after the above fails. If
some students continue to misbehave after being presented with appropriate instruction,
well-planned and delivered, with immediate response to off-task behavior with limit
setting acts, an incentive system, and positive instructional support, then what to do? It is
important that the teacher plan...and be prepared to use...in increasingly severe order--a
sequence of consequences administered within the classroom and a back-up system
outside the classroom. The implementation of the plan sequentially to the point at which
students are back on task insures minimum loss of instructional time. The knowledge of
what to do next...if what you are doing doesn't work...instills confidence that you can
gain control without getting upset.
7. Setting the stage. There a number of things that the teacher should do to manage a
classroom effectively. These include:
a. Set up the room to facilitate learning and movement.
b. Talk to parents to gain their support at the start of the semester.
c. Be aware of the nature of classroom disruptions so that responses are appropriate.
d. General rules tell what behavior the teacher expects. Rules for rules: Must be
simple and clear.
There should be very few rules and they should be posted.
Don't make a rule unless it will be enforced every time it is broken.
e. Operational rules describe the nuts and bolts and must be specified to provide
for smooth operations [however are typically not parts of the "discipline plan"
general rules].
f. What materials to use, e.g., paper size, pencil or pen?
What must be done to complete an assignment, when due, etc. [Performance
expectations.]

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 When to sharpen pencils, get a drink, or go to the bathroom?
When it is appropriate to move about the classroom?
When and to whom it is appropriate to talk?
How to get help?
How and when to clean up?
How the class is dismissed?
g. Why do you need rules? Pupils want to know what they can do/get away with.
If you don't make the rules clear, they will test the limits until your limits are
reached.
This is normal, human behavior.
h. Rules need to be taught as carefully as any other lesson.
i. Rules need to be re-taught at the beginning of an activity, after a vacation, when
there is confusion.
j. Rules need to be enforced consistently, calmly and promptly. The drill sergeant
approach is unnecessary and works at cross-purposes if your goal is to help pupils
develop self-control.
k. [Note: There are three basically different approaches to teacher/parental
discipline:
i. Permissive [low structure]
ii. Authoritarian [high structure, low justification]
iii. Authoritative [high structure, high justification]
Adolescents are most likely to follow their consciences rather than to give in to
peer pressure if they grew up in an "authoritative" home...where rules are firm
but clearly explained and justified...as opposed to "authoritarian"...where rules are
laid down without explanation...or "permissive"...where children are able to do as
they wish. This note is not from Fred Jones although it is consistent with him.
Unfortunately, I am unable to retrieve the citation and apologize to the author.]
8. Students like classrooms to be well-managed. Disruptions that interfere with work time,
upset the teacher, and cause privileges to be withdrawn tend to be unpopular.
9. A well-administered discipline plan with incentives saves time so that the content of the
course can be studied more effectively. The teacher that is "too busy" to teach rules
and enforce them promptly will be forever out of time.

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